Hybrid Learning Model: Best Practice in Doctoral Level Learning
PROCEEDINGS
Elizabeth Crawford, David Rausch, UT Chattanooga, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
With recent interest in communities of practice, critical inquiry, and learning communities; and the increasing global use of online instruction, we have developed, implemented and begun to analyze the relationship of community and cohorts facilitated by hybrid instructional and assessment methodologies. This paper shares successes and opportunities for improvement learned in our multi-disciplinary doctoral program delivered via both face-to-face and distance models. During the period of study we have tested and modified delivery methodology to enhance development of learning communities while maintaining focus on an effective and efficient mix of instruction. Attention is given to self-directed learning as it relates to adults, communities of inquiry, and positive learning effects of deeper socialization of communities of learners. Built on established models for communities of practice and inquiry, a new model illustrating best practice components of hybrid learning is introduced.
Citation
Crawford, E. & Rausch, D. (2012). Hybrid Learning Model: Best Practice in Doctoral Level Learning. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 102-108). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved December 9, 2019 from https://www.learntechlib.org/primary/p/41566/.
© 2012 Association for the Advancement of Computing in Education (AACE)
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